1. Pam Nesbitt
Past-President, AHDS
March 2014Pam Nesbitt Past-President, AHDS 1

2.  Empower teachers to improve outcomes
 Professional dialogue is the key
 Forward planning should assist the delivery of
learning and teaching
 Requires strong leadership
 Supports improvement
 Based on self evaluation NOT re-inventing the
wheel
 Adopt rather than adapt
 Build confidence
March 2014Pam Nesbitt Past-President, AHDS 2

3.  Proportionate
 Reduce paperwork
 Fit for purpose
 Not heavily reliant on IT
 Clear expectations
March 2014Pam Nesbitt Past-President, AHDS 3

4.  Clear understanding of principles and
processes of planning.
 Selective and focused planning
 Yearly overviews are an overview
 Medium term plans - directly linked to
assessed learning, focused and concise
 Daily plans facilitate the teacher to deliver
medium term plans
March 2014Pam Nesbitt Past-President, AHDS 4

5. Planning for CfEA simple and consistent
approach
March 2014Pam Nesbitt Past-President, AHDS 5

6. Planning Learning
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7.  History - records of work, rigid planning, 5-
14, coverage, quality assurance
 Principles of planning must be understood
 Must lead to and facilitate effective learning &
teaching
 Links to HGIOS 3 – 2.1, 5.1, 5.3 and 5.9
 Ensure progression - not just coverage
 Inform learners of next steps
March 2014Pam Nesbitt Past-President, AHDS 7

8.  Takes account of and reflects the 7 principles
of curriculum design
 Manageable approaches and frameworks
 Recognises the need to be proportionate
 Supports transitions at all levels
 Supports learners
March 2014Pam Nesbitt Past-President, AHDS 8

9. Planning
and
Assessment
What are the
assessment
implications?
Learning logs
What
resource(s) will I
use?
How do I know?
What do I want pupils to
learn? – Es & Os
What will I assess and
criteria for assessment?
Which teaching
styles will I use?
Shared expectations?
Learning intentions
and success
criteria?
Appropriate planned
learning activities?
7 principles of curriculum
design
How successful was the
learning experience?
March 2014Pam Nesbitt Past-President, AHDS 9

10.  Diagram of the process of planning for
learning, teaching and assessment
 Demonstrates the process outlined in BtC5
 Provides a model for planning and evaluating
planned learning
The NAR Flowchart
March 2014Pam Nesbitt Past-President, AHDS 10

11. Planning for Assessment and Moderation
The Learner
Assessment, Planning and Moderation
Plan intended
learning &
assessment
focus – decide
& discuss
what is to be
learned and
how it should
be taught.
Moderation –
shared
expectations
and outcomes
Teach it –
delivery and
gather
assessment
evidence
Gather &
analyse
assessment
evidence –
find out what
children have
learned
Share the
evidence and
professional
dialogue – tell
this to
children,
parents or
colleagues as
appropriate.
Moderation
and evaluation
– think about
your teaching
in the light of
this.
March 2014Pam Nesbitt Past-President, AHDS 11

12.  All staff need to be involved - teachers,
stage/level partners, cross sectoral
 Support staff
 Leaders/SMT
 Supporting learning staff
 Pupils
 Partners - other agencies & parents
March 2014Pam Nesbitt Past-President, AHDS 12

13.  Long term – yearly overview
 Reflecting prior learning
 Medium term – blocks of planned learning
 Core/IDL/Discrete
 Short term – daily planning
 Detail to support the delivery of the planned
learning
 Transition points
 Meeting learners’ needs
 Set points - learning logs/profiles
 Recording, tracking and reporting on progress
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14. The ethos and life of the
school as a community
Curriculum areas and
subjects
Interdisciplinary
learning
Opportunities for
personal achievement
Whole Curriculum
March 2014Pam Nesbitt Past-President, AHDS 14

15.  4 contexts for learning
 Es & Os
 IDL
 Discrete learning
 School life
 Opportunities for personal achievement
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16.  Es & Os – reflective/responsive planning
 Assessment – evidence (Say, Write, Make, Do)
 Skills
 Intended Learning– significant aspects of learning
 Success Criteria
 Learner engagement
 Learning Experiences – activities, differentiation
 Resources
 Evidence – Assessment and Feedback – Breadth, Challenge and
Application
 Evaluation and Moderation
 Balance of 4 contexts of learning
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17.  What do I want pupils to learn? – Es & Os
 What will I assess and criteria for assessment?
 What are the assessment implications?
 Learning intentions and success criteria?
 Shared expectations?
 Appropriate planned learning activities? – 7 principles of
curriculum design
 What resource(s) will I use?
 Which teaching styles will I used?
 How successful was the learning experience?
 How do I know?
March 2014Pam Nesbitt Past-President, AHDS 17

18.  Coherent and holistic delivery of Es & Os
 Planned approach to learning
 Learning across different subject disciplines to
enhance learning
 One focus/context – learning experiences linked to
focused Es & Os from 2 or 3 areas
 Learning based on the connections across disciplines
 Applying and deepening learning from different
disciplines within a real and relevant context
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19.  Clear Learning Intentions and Success Criteria
 Clear and explicit disciplines being covered
 Builds critical thinking skills
 Identified skills for learning, life and work –
meaningfully
 Enables assessment of what has been learned
 Ensures progression
 Meets learners’ needs based on clearly identified
next steps
 Importance of reflection
March 2014Pam Nesbitt Past-President, AHDS 19

20. RME3-01a
RME 3-01b
RME
Christianity
Beliefs
Literacy Across Learning
Reading
RME
Development of Beliefs
and Values
March 2014Pam Nesbitt Past-President, AHDS 20

21. Examining Es and Os
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22. ▶What are the key skills and content?
▶How well do your two/three/four E&Os fit as a cluster?
▶What will the learning intentions be?
▶What activities have you designed to develop skills and
knowledge and understanding?
▶What are the significant aspects of learning?
▶What evidence have you generated? What does the
assessment of this learning look like?
▶What does the success criteria look like?
March 2014Pam Nesbitt Past-President, AHDS 22
Questions for Professional Discussion

23. SKILL CONTENT
PRACTICE
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Planning the learning

24. SKILL CONTENT
Measurement
I can use my knowledge of the sizes of
familiar objects or places to assist me when
making an estimate of measure.
MNU 2-11a
• Estimate • Sizes of familiar objects or
places.
Examining Es and Os

25. SKILL CONTENT
Fractions
I have investigated the everyday contexts in
which simple fractions, percentages or
decimal fractions are used and can carry out
the necessary calculations to solve related
problems.
MNU 2-07a
• Investigate
• Solving problems
• Simple fractions
• Percentages
• Decimals
• Calculations
Examining Es and Os

26. SKILL CONTENT
Time
I can tell the time using 12 hour clocks,
realising there is a link with 24 hour notation,
explain how it impacts on my daily routine
and ensure that I am organised and ready for
events throughout my day.
MNU 1-10a
• Make links
• Explain
• Organisation
• 12 hour clock
• 24 hour clock
Examining Es and Os

27. SKILL CONTENT
Impact on world
I have worked with others to explore, and
present our findings on, how mathematics
impacts on the world and the important part it
has played in advances and inventions.
MTH 2-12a
• Working with others
• Exploring information
• Present findings
• Impact of maths
• Importance of maths
• Maths advances
• Maths inventions
Examining Es and Os

28. SKILL CONTENT
2D Shapes and 3D Objects
I have explored simple 3D objects and 2D
shapes and can identify, name and describe
their features using appropriate vocabulary.
MTH 1-16a
• Explore
• Identify
• Use appropriate vocabulary
• Simple 3D Objects
• 2D shapes
• Identify their features
• Name their features
• Describe their features
Examining Es and Os

29.  Learning experiences planned with the
experiences and outcomes and design
principles in mind will be rich and fulfilling.
 As you plan a variety of experiences you will
consider what activities will engage the
learners and allow them to develop.
Planning Learning Experiences
March 2014Pam Nesbitt Past-President, AHDS 29

30.  Learners can develop
higher-order thinking skills.
 Activities meet the varying
learning needs of learners.
 Principles of curriculum design are used to
inform teacher’s decisions about organising
learning and their evaluations.
Learning Experiences
March 2014Pam Nesbitt Past-President, AHDS 30

31. Self Evaluation of Planning
Where are we now?
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32.  How well does planning support progression
by providing challenge and application of
learning (moving away from focus on just
covering Es and Os)?
 How well do we ensure planning is as
streamlined and effective as possible and not
overly bureaucratic or time-consuming?
March 2014Pam Nesbitt Past-President, AHDS 32

33.  How well do our school’s approaches to
planning, developing and assessing literacy,
numeracy and HWB across the curriculum
provide a coherent experience and ensure
smooth progression for all?
 How well does the range, variety and depth of
IDL support coherence and progression in
learning linked to the Es and Os?
March 2014Pam Nesbitt Past-President, AHDS 33

34.  How well are children and young people
involved in planning and identifying
opportunities for personal achievement?
 How well does IDL contribute to providing
breadth and depth in learning? In what ways
does our school’s ethos and approaches to
IDL contribute to raising attainment and
achievement of all young people?
March 2014Pam Nesbitt Past-President, AHDS 34

35.  Jigsaw bundles
 Components and questions for planning
 Use of TACLAN to support parts of the
process
 Planning formats/frameworks
 Adapt not adopt!
March 2014Pam Nesbitt Past-President, AHDS 35

36. Numeracy
Social Studies
HWB
Social Studies
Social Studies
Numeracy
Social StudiesHWB
Bundling Es and Os
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37.  It is essential that staff use evidence of learning from a
broad range of contexts to check how a learner is
progressing.
 Evidence will come from day-to-day learning as well as
from specific assessment tasks.
 The National Assessment Resource can help
practitioners when deciding on what learners would
need to say, write, do or make to demonstrate success.
Types of Evidence
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38. How do we assess?
▶ By using a variety of approaches and a range of
evidence to demonstrate individuals learning.
▶ By planning assessment activities which are fit for
purpose, reliable and proportionate.
▶ By working together to gather as much information
as possible about learner’s achievements,
strengths and next steps.
▶ By involving the learner.
Say Write Make Do
Assessment – the Big Picture
March 2014Pam Nesbitt Past-President, AHDS 38

39.  Observations of learners – discussions, presentations, tasks,
investigations
 Self- and peer-assessment
 High quality questioning and dialogue
 Written responses
 A product – report
 Accounts by others of what learners have done
Types of Evidence
March 2014Pam Nesbitt Past-President, AHDS 39

40. ▶ To support the learning and the learner and help plan
the next steps to ensure progress.
▶ To provide assurances to parents, the children and
others that progress is taking place.
▶ To provide a summary of what learners have
achieved.
▶ To support transition at all levels
23
Purpose of Assessment
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41. What do we
assess?
Why do we
assess?
When do we
assess?
Knowledge and
understanding
Skills
Attributes and
capabilities
To support the
learning process
To promote
learner
engagement
To determine the
nature of the
support required
Routinely, as part
of the learning and
teaching process
From time to time
At transitions
Assessment – The Big Picture
March 2014Pam Nesbitt Past-President, AHDS 41

42. For learners to demonstrate that they are progressing through
levels, they will need opportunities to show that they:
 Have achieved a breadth of learning across the experiences and
outcomes for an aspect of the curriculum
 Can respond to the level of challenge set out in the experiences
and outcomes and are moving forward to more challenging
learning in some aspects
 Can apply what they have learned in new and unfamiliar situations
Progression through levels
March 2014Pam Nesbitt Past-President, AHDS 42

43. Examples of where an
increase in breadth can
show that a learner is
progressing include:
… a broadening
amount of detail
in the
descriptions and
explanations
they give.
… a broadening use of
more advanced
language, formulae and
equations
… a broadening
range of texts,
performances or
presentations
… an improving
range and
competence in
skills and concepts
… a growing confidence and
competence in skills for learning, life
and work in familiar and routine
contexts
Breadth

44. Examples of where an
increase in challenge
can show that a learner
is progressing include:
… individuals
becoming more
adept at
evaluating their
own and other’s
learning
… responding accurately
and confidently to more
complex contexts
… responding to
and producing
increasingly
complex pieces of
work, information
and concepts
… learning in more
complex contexts
Challenge
… demonstrating
increasing responsibility
and independence in
learning
… using and/or
presenting
increasingly
complex texts in
terms of length,
structure,
vocabulary,
ideas, and/or
concepts

45. Examples of progress
in application of
learning include:
… recording
and presenting
thinking in
different ways … creating texts to
persuade, argue and
explore ideas
… finding,
selecting, sorting
and linking
information from a
variety of sources
… presenting,
analysing and
interpreting evidence
to draw conclusions
Application
… using skills and
knowledge in different
situations
… using skills
and knowledge in
creative and
innovative ways
… using
information for
different
purposes

49.  Importance of professional dialogue
 Forward Plan Discussions
 Class visits
 Stage planning
 Moderation of standards and shared
expectations
 Learning logs & journeys
 Increased expectations
 CLPL!!
March 2014Pam Nesbitt Past-President, AHDS 49

50.  Professional Learning resources
 Significant aspects of learning frameworks
 TACLAN
 Principles and Practice Papers
 NAR
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51.  ICT
 Data Drive!
 Over analysis
 Accountability
 The profession!
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